Abstract
Individuals with intellectual and developmental disabilities (IDD) often lack the skills to navigate in the communities. Given the availability of the mobile devices and their potential use as assistive technologies for learners with IDD, we investigated the effects of constant time delay (CTD) on acquisition of the steps required to plan routes using Google Maps mobile app for young adults with IDD. Using a multiple probe across participants design, we taught three young adults with IDD enrolled in a postsecondary education program to plan routes using Google Maps on the mobile devices. Results showed that two participants learned all steps to use Google Maps. They were also successful in reaching the destinations independently following the routes they had planned. The other participant required additional sessions and instructional modifications to master the steps and needed adult assistance during her navigation probes.
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